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138 CHINESE SCHOLARSHIP.

PART II.

Mr. Faber has made the remark that the Chinese do not understand any systematic method of scientific enquiry. Nevertheless in one of Chinese Classics, called "Higher Education," a work which is considered by most foreign scholars as a Book of Platitudes, a concatenation is given of the order in which the systematic study of a scholar should be pursued. The student of Chinese camotcannot [sic] perhaps do better than follow the course laid down in that book namely, to begin his study with the individual, to proceed from the individual to the family, and from the family to the Government. First, then: it is necessary and indispensable that the student should endeavour to arrive at a just knowledge of the principles of individual conduct of the Chinese. Secondly, he will examine and see how these principles are applied and carried out in the complex social relations and family life of the people. Thirdly, he will be able then to give his attention, and direct his study, to the government and administrative institutions of the country. Such a programme as we have indicated, can, of course, be followed out only in general outline; to carry it fully out would require the devotion and undivided energies of almost a whole lifetime. But we should certainly refuse to consider a man a Chinese scholar or ato [sic] attribute to him any high